Math has a reputation of being a difficult subject. But one of the things Borah High School learning coach and teacher Meg Bell (BS, Math Education ’11, MA, Curriculum and Instruction, ’16) wishes people knew is that how we speak of math around students can have a lasting impact. Bell knows from her experience teaching geometry that all kids can learn math.
“Math ability isn’t something you’re born with—it’s developed, and when parents say, ‘I was never good at math, so no wonder my kid isn’t either,’ it can have a lasting negative effect,” said Bell. “I wish parents knew that by modeling excitement and curiosity about math, they can help their children build a positive identity as a mathematician.”
Of course it helps to have teachers like Bell and her colleagues at Borah, who prove every day through their students’ learning, that math is for everyone. As a proud Bronco alum, Bell corralled five colleagues at Borah, who are all Boise State Education alums, for a Q and A about their experiences as math teachers and how Boise State programs helped prepare them for their careers.
Q: . What do you wish people knew about being a teacher? About math as a subject?
Kim Novoa (BA, Bilingual/Elementary Education, ’16, MA, TESOL, ’19): We do a LOT. It’s not just planning a lesson and teaching it-there is so much more, like meetings, monitoring student growth, differentiating, collaborating for special needs, etc.
Megan Christensen (BS, Mathematics, Secondary Education Emphasis, ’20, MS, Mathematics, ’22): You’re a better teacher when you value your time and energy. Students can see that too, and they want to interact with someone who is well rested and comes into work enjoying the day! When it comes to math, the foundational knowledge carries through to the highest math classes. When my students are having a tough time understanding a topic, pressing students about a much simpler example using the basics really solidifies their understanding.
Meagan Lyons (MS, STEM Education, ’15): Being a teacher is so much more than just lecturing or grading papers—it’s about building relationships with students, understanding their individual needs, and supporting them through challenges beyond the classroom. When it comes to math, it’s not just about getting the right answer—it’s about learning to think critically, solve problems, and see how these skills connect to everyday life.
Q: What are some of the challenges teaching math to your students?
Cassie Faught (BS, Mathematics, ’11, MET, Educational Technology, ’16, Graduate Certificate in Online Teaching, ’16): The biggest challenge I face in teaching math is working with students who have negative past experiences. We often need to rebuild their confidence and help them develop a willingness to engage and improve.
Brittany Zeigler(BA, Elementary Education, Mathematics Emphasis, ’19): The biggest challenge we often face as math teachers is students walking into our classroom either not liking math or having a bad experience with math in the past. Math can be an intimidating subject. Many students walk into our classroom already feeling negative about math and that can be a lot to overcome. Students feeling like they are capable is one of the most important indicators of success!
Q: How do you work with students to overcome the challenges?
Meagan Lyons: I always remind my students that my main goal is for them to leave my classroom feeling more confident in their math skills than when they arrived. By building strong relationships, I can better understand each student’s strengths and challenges, allowing me to offer the right support. When students feel genuinely cared for, they are more motivated to push through difficulties and put in the effort to improve.
Kim Novoa: I try to make math fun and engaging. I always hype my students up and try to be their biggest cheerleader (in all areas of their lives!).
Q: How did the teacher education program at Boise State prepare you for your career as a teacher?
Meg Bell: Leaving Boise State, I felt incredibly empowered. I was bursting with excitement, confidence, and a belief that I had everything it took to excel in this profession. Of course, the reality of actually stepping into the job was challenging, but my time at Boise State and the guidance from my professors laid a strong foundation for my self-efficacy. Their support had a lasting impact, giving me the tools I needed to tackle challenges head-on and persevere even when things got tough those first few years.
Brittany Zeigler: I loved the teacher education program at Boise State and would recommend it to anyone. I felt that my coursework and student teaching were crucial to my success as a teacher. The faculty in the program at Boise State really care about their students. I felt very supported in my journey to becoming an educator.
Q: What is your favorite part about being a teacher?
Megan Christensen: I love getting to know my students during the year. Teenagers have so much personality and I really enjoy that they want to share who they are in class. To me the best part about teaching is when I gain more insight as to who a student is because they want to share a story about their weekend, their friends and family, or their plans for after high school (my personal favorite)!
Cassie Faught: My favorite part of being a teacher is building meaningful relationships with students and sharing my passion for the subject that has been a part of my life for as long as I can remember. I feel so lucky that I get to be a part of their lives and hopefully impact them in a positive way.
Q: What else should readers know about you, teaching, your students, math, etc.?
Kim Novoa: I wish more people knew that math is like a puzzle and can be gamified. There are so many problem solving skills that we teach that apply to different content areas.
Brittany Zeigler: GO BRONCOS!